The recurrent problem that I've noticed in education is that many students do not have parents or guardians who are able to go over their homework assignments with them. The student usually has to struggle on his own to do his/her homework assignments. I would like to create homework mobile trucks that house college student or adult volunteers, who are deemed homework buddies. The child can come aboard a safe, clean, quiet mobile truck that will offer one half hour to one hour of guidance on the child's homework assignments. This service will be free of charge and a child or teacher can call or submit a request for a homework buddy.
My professional e-mail to Melissa Shutler, Curriculum Developer for Teachers Pay Teachers:
Hi Ms. Shutler,
My name is Nicole Wright and I found you in LinkedIn. I noticed that you have an extensive background in education and are currently working as a Curriculum Developer for Teachers Pay Teachers. I am interested in exploring other opportunities in Education, more specifically opportunities as a curriculum developer or specialist. According to toptenreviews.com more positions are growing for curriculum developers than in any other careers in education, which is very exciting for those who are interested in specializing in curriculum development.
I know as a curriculum specialist you are more involved in the teaching process, offering teachers support in developing the newest technology for the classroom and curricula and this is something that I am very interested in. I am currently working on my teaching licensure at Capital University and have a MA in English from The Ohio State University, and I was wondering if you can offer any advice on how to get into your field of work? Also, what did you have to do to become a Curriculum Developer? And finally, how did Capital University help you in your career journey?
Thank you so much for your time.
Best,
Nicole L. Wright
Response to my professional e-mail from Melissa Shutler:
Hi Nicole,
I have worked as a curriculum consultant in the past. I worked for a company called eSchool Consultants for six years and created online curriculum for homeschoolers. I found the job on a website that listed educational writing jobs. It was a great experience, but I was ready to go back to teaching full-time.
Two years ago, a fellow teacher suggested that I start selling my classroom materials on TeachersPayTeachers.com. I was skeptical but I put up a few products and to my surprise, things started selling.
Two years later I'm often making more money selling curriculum on TpT than I do teaching. This month I doubled my teaching salary! I love creating classroom materials for teachers. I also love buying materials from other teachers. I've found the greatest ideas from the fabulous educators on Teachers pay Teachers, and I feel like I've never been better at reaching my students.
Capital was very helpful to me as I searched for jobs. I was actually hired by Columbus City Schools at a Capital University on-campus interview session.
Best of luck to you! Check out TpT. You may want to put up some of your work!
Melissa Shutler
Sent from my iPhone
Five topics within the field of Education that interest me are:
1. Character Education vs Religion in schools
2. Parent involvement
3. Gender segregated schools
4. Year-round schooling
5. Home schooling
Here's the link to my Brofenbrenner's presentation (self in relation to Brofenbrenner):
My ideal climate for epiphany in my classroom:
1. Provide a relaxed and comfortable environment, especially for in-class reading and writing: bean bags, yoga mats, cushions, pillows (Atwell 90, 146)
2. Present short mini lessons (10-15 minutes), allowing time for in-class writing, reading and other activities to help process what was just taught (Atwell 15)
3. Have mini-conferences with my students to help them flesh out their thoughts and ideas (Atwell 143)
4. Ask them questions that makes them think
5. Always make them feel comfortable in asking and answering questions in or outside of class
Works Cited:
Atwell, Nancie. In the Middle: New Understandings About Writing, Reading, and Learning. New Hampshire: Boynton/Cook, 1998.
My Hippocratic Oath:
As a teacher I promise to be true and honest in my teaching. To be prepared and organized for class. To be approachable and encourage thoughts and questions. To make learning as interesting and fun as possible. To never stop learning. To be a professional and a role model. To respect my students, parents and fellow colleagues. To be innovative and flexible.
My Ideas on how to manage my classroom:
I believe that I will have a system of positive reinforcement in which there is a reward for good behavior. The class will get a mini-party at the end of the month when there are few to no disruptions in the class to encourage non-disruptive behavior. Any disruptive behavior will elicit a mark on the board and five marks will prevent the class as a whole from getting a pizza party or maybe even donuts at the end of the month. And if the class is good all year then there will be some kind of class field trip or allow the students to pick what they want to do in class that will somehow still pertain to the lesson. I'm hoping peer-pressure to be good in class will quiet anyone who wants to disrupt the class.
My classroom management in relation to Bronfenbrenner:
My classroom management in relation to my Microsystem is that I grew up in a two-parent home with discipline, structure, as well as consequences for bad behavior. My parents, especially my mom kept us busy with chores and after school activities. They also treated us as individuals, for what was needed for one, may not be needed for the other. Thus, in my class-room I plan to use that same philosophy of treating my students as individuals, with individual needs. I plan to keep my students busy and have movement in my classroom; they will not sit in their chairs the whole class time. Also, I will not stay behind my desk the whole time. Even though I grew up in a house with a "because I said-so" philosophy (mainly from my father), I plan to encourage students to think independently and if they have questions or disagree with me, I want them to be free to express their thoughts, so that they can learn. I will have classroom rules and structure, but the rules will be explained so that there is an understanding of what is to expected from the student as well as from the teacher.
As far as the Mesosystem, I plan to develop a relationship with my students, so that I may understand their behaviors, their social, and their environmental background. Also, if I see them in a setting outside of school, I hope that because of the developed relationship, that they will feel comfortable enough to approach me no matter the setting.
In regards to the Exosystem, I hope to always be relative. If some major event occurs in our country, I plan to address it in class, so that they can learn how to process and deal with the event. I hope to be creative and flexible enough to connect it to the lesson at hand.
Furthermore, in concerning the Macrosystem, even though I grew up in the suburbs in a middle class family, I realize that not all of my students grew up this way, so I plan to provide a safe and orderly classroom, as well as provide emotional support when needed.
In the end, for the Chronosystem, due to the time we live in, I understand that the way I was taught in class is very different than the way students are taught now. I was used to sitting quietly at a desk and being expected to listen to a long lecture with no visual aids or innovations to make the lesson more exciting. Now because there are so many distractions and means of entertainment for students, I have to think of innovative ways to capture their attention and help them to learn the material.
Assignment for October 2:
1. For each text, what does the author believe education is or should be? In other words, what is the best form of education according to this person? Write a couple of sentences to this effect about each author you read.
Plato: Description of an Athenian School boy’s Life
Plato (429 – 348 B.C.) described education as starting at home with the mother, nurse, father and tutor instructing the child on morals, what is right or wrong and disciplining them if they are wrong. The child is then sent to teachers to learn manners, reading, music (which is usually the lyre, a stringed instrument), and gymnastics. The rich are primarily the ones who receive education and they also are taught the laws of the state.
Marcus Aurelius: The Old Roman Education described
Aurelius (121 – 180 A.D.) believed the best form of education starts with family. He learned good morals and how to control his temper from his grandfather. He learned modesty and character from his father and piety and kindness from his mother. He also learned the importance of investing in schooling or being taught at home from his great grandfather. He also described education as learning from his governor and his brother; as well as the importance of learning philosophy and writing from his tutor and from Rusticus, analytical reading and abstaining from rhetoric and poetry. He also had a grammarian to teach him grammar. He also mentions numerous other concepts learned from various people in his life, as well as others that have influenced his education—he seems to glean his education from every person in his life.
Rhabanus Maurus: The Seven Liberal Arts
Maurus (780 – 856 A.D.) believed education should involve grammar being taught in every “Christian” school (106). He also believed education should consist of learning rhetoric, dialectic, arithmetic, geometry, music, and astronomy. He believed that all Christians should learn these “seven liberal arts of the philosophers” (111).
Philipp Melanchthon: Saxony Plan of 1528
Melanchthon (1497 – 1560) believed the best form of education involves children being taught only Latin and not too many other languages such as German, Greek or Hebrew. He believed that children should not be given too many books. His most interesting concept of education is his idea of classifying children into different groups of learners. The first group is those who are learning to read and he believes they should be taught the alphabet, the creed, prayers, and especially the Lord’s Prayer. They should learn Latin, learn to write, to sing and music. The second group of learners is those who know how to read and are ready for grammar. They should learn music, learn how to memorize poetry and they should not be over tasked in their learning according to Melanchthon. The third group is well-trained in grammar and they should learn to write compositions, and be able to converse only in Latin. All in all, Latin seems to be very important to Melanchthon.
Jean-Baptiste de La Salle: Rules of the Order “ Brothers of Christian Schools”
La Salle (1651 – 1719) believed education should primarily consist of how to live “honestly and uprightly” and the student should be instructed on “Christian precepts” (283). Furthermore, La Salle believed education should consist of being taught to read French and Latin and to write. They should be taught orthography or spelling, arithmetic, and the Catechism. La Salle also believed that the students should be taught not to receive money, have concern for the poor, and to be modest. He also included instruction for the teachers on how to manage their classroom, for instance the teacher should rarely punish the students, punish them when absolutely necessary, only correct the student if it benefits their education or learning, do not call them insulting names, do not hit them, and only use corporal punishment as the very last measure of punishment.
2. What do your five texts have in common? Where do they differ? You could make a Venn Diagram or write a paragraph about the similarities and a paragraph about the differences.
All five texts seem to agree that reading and writing are important subjects to learn and they all seem to infer that males should be the primary pupil in school. They all also seem to believe that morals are important to have in education. The earlier authors, such as Plato and Aurelius seem to focus on the importance of education starting at home, as well as the importance of private education or home schooling with private tutors. Also, Plato, Maurus, and Melanchthon believed in the importance of music education and Melanchthon and La Salle believed in the importance of teaching Latin.
The five texts differ in what class of people should be taught, while Plato, Aurelius, Maurus, and Melanchthon seem to infer that education is primarily for those who can afford it or for the rich, La Salle believes that education is also for the poor. La Salle is also the only one who is very specific, in how the instructor teaches the student(s) or the importance of classroom management. Furthermore, Melanchthon seems to be the only one who encompasses tier instructions or individualized learning in education.
3. Thinking back to the Social and Cross-Cultural Skills (Bronfenbrenner) assignment and the extension of that assignment in classroom management, how do you personally connect with these texts and their authors? How are your educational conditions similar to or different from those of the author? Where do you agree or disagree with each one? In what ways might you apply what these authors say to your own practice as a teacher? Remember, you can choose to apply something directly, or you can "apply" it by saying, "that's specifically what I will NOT do when I am a teacher."
I connect with these authors in their passion for education and the importance of reading and writing. Similar to Plato and Aurelius, I believe that education starts at home in teaching morals and character; I also connect with Plato and Aurelius in their importance of family and learning from everyone. Furthermore, I agree with La Salle’s ideas of classroom management, focusing more on instilling order or how to conduct a class and less on discipline; I hope to incorporate his philosophy in my future class. Though I believe that Maurus’ “seven liberal arts of the philosophers,” grammar, rhetoric, dialectic, arithmetic, geometry, music, and astronomy are all very important subjects to learn in school, these subjects should not be the only ones taught in school. Also, I do not believe that only males should receive education; and more specifically like La Salle, I do not believe that only those who can afford education should receive it; education should be for everyone. Furthermore, I do not agree with Melanchthon’s concept that children should only be taught Latin, nor do I agree with his philosophy that they should not be given too many books; you can never have too many books.
Work’s Cited:
Cubberley, Ellwood Patterson. Readings in the History of Education: A Collection of Sources and Readings to Illustrate the Development of Educational Practice, Theory, and Organization. Cambridge: The Riverside, 1920. Digitized by Google.
Homework Assignment for October 16:
Part Two: Readings from The African-American Struggle for Education
Please think and write about the following questions:
1. Why, in your opinion, did people put their lives on the line (and often lose them) just so that children could become educated? What is the power of education?
2. What has been the power of education in your own life? Without it, where would you be?
3. What are the implications of these writings for your own practice as a teacher?
1.a. I believe that the reason people put their lives on the line so that children could become educated is because they strongly believed that everyone should have the opportunity to have education. Furthermore, perhaps they felt that providing education for children was worth the risk, so that children would have a better opportunity to not only survive in life, but to also have freedom, have endless opportunities, have a chance at a better life, become limitless, have a brighter future, and so much more. For example, Frederick Douglass felt that education was worth risking his life and it evidently it was, for education opened his eyes to slavery and the situation he was in; it also opened his eyes to the hope of freedom that was not there prior to his education. For Douglass states “It [education] opened my eyes to the horrible pit [slavery]” (3). He further states that “Freedom now appeared, to disappear no more forever,” as a result of his education (3). b. The power of education enables one to contribute to society, allows one to feel confident in the knowledge and understanding obtained, and allows one various opportunities that may not have existed without it. For instance, when Booker T. Washington first visited the campus of Hampton Institute, the power of education seemed to be manifested for him in his observations of campus life; for he stated, “…for the first time to realize what it meant to be a man instead of a piece of property” (1 – 2). Furthermore, the power of education for Booker T. Washington was an “opportunity for self-reliance and self-awakening” (2). Washington further describes the power of education as giving one “confidence” and “moral independence,” for he states that “The fact that a student goes out into the world conscious of his power to build a house or a wagon, or to make a harness, gives him a certain confidence and moral independence that he would not possess without such training” (2).
2.a. The power of education has given me the opportunity to travel to other countries, to learn different languages, to meet renowned people, to write and produce plays, to learn how to make my first wedding cake, and so much more. My whole outlook on life would be so much different without education. b. Without education I would probably only be concerned about survival, obtaining my basic needs in life—food, clothing, and shelter. I would perhaps feel inferior to those who are educated. I would feel that my voice or opinion does not matter. I would feel that no one would want to hear or listen to me, for they would feel that I don’t know anything or at least know anything worth hearing.
3. As an African-American female the implications, which these writings have on my practice as a teacher, are the fact that I have not only the opportunity to obtain an education, but also the opportunity to become an educator. These writers, Frederick Douglass, Booker T. Washington, and W.E.B. DuBois, make me value my education as an African- American, as well as value the opportunities that my education allow me to have in life. Furthermore, these writers encourage me to be the best I can be in every aspect of life, especially as a teacher.
Homework Assignment for October 30:
How do these readings (Frederick Douglass, Booker T. Washington, W.E.B. DuBois, John Dewey, and Paulo Freire) connect to the other readings you did that we turned into a timeline? (Thoughts for clarifying the question: we discussed access to education in class as a major theme in the readings that you did last time--think about access to education and the kinds of education people have access to, as in who gets the best education).
The readings of Frederick Douglass, Booker T. Washington, W.E.B. DuBois, John Dewey, and Paulo Freire connect to Plato, Marcus Aurelius, Rhabanus Maurus, Philipp Melanchthon, and Jean-Baptiste de La Salle in that during the time of Plato to the time of Jean-Baptiste de La Salle the majority of those who had access to the best or quality education were the rich or well-to-do families; in which during those times, those who received education had more to do with their class than their race. Plato, Marcus Aurelius, Rhabanus Maurus, and Philipp Melanchthon seemed to embrace this philosophy of the best education being primarily assessable to the rich as well as to the males, more so than Jean- Baptiste de La Salle who believed that the poor should also have access to quality education. On the other hand, during the time of Frederick Douglass, Booker T. Washington, W.E.B. DuBois, and even during the time of John Dewey, those who received quality education or the best education were those of the Caucasian race; thus obtaining the best education had more to do with race than class or gender. The African-American children received little to no education.
Furthermore, the writers Plato, Marcus Aurelius, and John Dewey connect in that they all seemed to believe that education starts at home and then continues in school; they also all believe in concept of moral training. For instance, Dewey states that “…home is the form of social life in which the child has been nurtured and in connection with which he has had his moral training. It is the business of the school to deepen and extend his sense of the values bound in his home life” (Dewey 3).
Moreover, Paulo Freire’s “banking” concept of education connects to the other readings in that this concept seems to be the primary way or means in how students were educated during Plato, Marcus Aurelius, Rhabanus Maurus, Philipp Melanchthon, Jean-Baptiste de La Salle, Frederick Douglass, and Booker T. Washington’s era; in that education consisted mostly of the teacher being the only one who teaches. The students had to memorize and regurgitate what the teacher taught them, for as Freire states “…the banking concept of education regards men as adaptable, manageable beings;” thus, education was a means to keep order within society (Freire 2).
Also, the writers Jean-Baptiste de La Salle, Frederick Douglass, Booker T. Washington, and W.E.B. DuBois connect with Paulo Freire's writing in that they believe that both the rich and the poor should have access to education; I further believe that they would embrace Freire's statement that "Any situation in which some individuals prevent others form engaging in the process of inquiry is one of violence" (Freire 11).
My Teaching Philosophy of Education (draft)
Nicole L. Wright
I want to teach, because first I want all children to have the best education. To me, education is a time to learn but also a time to enjoy and have fun learning. In my classroom, I will always have some type of fun activity that will relate to the subject at hand; because I want to ensure that my students are not only learning, but are also enjoying the learning process. Moreover, I want every student to have an active role in their learning; thus, I will have group activities within the classroom in which students will work together to learn and complete assignments. These group activities will ensure that everyone will participate in class, no matter if the student is an introvert or extrovert. For quite often the introverts are the ones who know the answer, but do not like to be singled out or have everyone’s attention on them; while the extroverts like the attention, love to talk, and be heard. If both types work together, the classroom time is more meaningful and it also enables everyone to participate in class. In essence, I believe that each child learns differently and I plan to reach and teach each student according to how they learn best; for example, I will use visuals for the visual learners, hands-on activities for those who learn through hands-on experience, audio for those who learn through listening, and I will also incorporate technology that further enhances my teaching.
Furthermore, as a teacher, I will prepare students for their future English and writing classes, as well as for real-life writing experiences. Each student will explore different writing genres and have a wide range of knowledge about various types of literature from different cultures and centuries. My class will take field trips to help them further understand different cultures. We will also have guest speakers that will open their eyes to different forms of writing and show them how to become published writers. In my classroom students will know and understand the importance of writing in the everyday world and develop great writing. For instance, they will know how to write resumes, letters, e-mails, articles, fiction, non-fiction, poetry, and more. Students will learn how to effectively communicate their thoughts through writing, by learning the fundamentals of writing such as thesis statements, evidence or supporting statements, proper grammar, sentence structure, using transitions, and more. I want each student to come out of the class knowing how to read and write well, so that they can be prepared for whatever career they choose in life.
Coupled with learning, the environment in which the student learns is equally important. Reading and writing classrooms should be a place where students are comfortable in their learning environment; thus, my classroom will have shelves of books, artwork, cushions, bean bags, rugs, and comfy chairs where students can read and be inspired to write. Furthermore, my classroom will not only be physically comfortable, but it will also be a classroom where students will feel comfortable enough to share their thoughts and ideas within class. I will ensure that each student’s thoughts and ideas are valued and respected by me as well as other students by always responding positively to what they say and finding connections to the lesson at hand. I will also incorporate writing assignments that relate to what is going on around them. Additionally, I will encourage them to use their own thinking by asking them thought-provoking questions and facilitating discussion blogs and post in which they can express their thoughts and questions about the various readings and texts in class. I will always be available for my students, whether it is through office hours, phone, or e-mail, so that they can come to me whenever they have questions or concerns about class.
All in all, I want to be that teacher that inspires, motivates, and encourages each and every student to learn in the way they learn best. I want them to experience the joy of learning. I realize that not everyone likes English, but by the end of the year my students will find something that they enjoyed or learned within class. My passion for teaching English will leave each student excited about what is going to happen next in class. My goal is to have students leave my class talking to their peers, their parents, and their siblings about what a great class that was and ultimately saying, “I had fun and learned so much in Ms. Wright’s class.”
My Teaching Philosophy Statement
Nicole L. Wright
All children deserve to have the best education. I believe that in order for children to have the best education, they have to enjoy the learning process. Students learn best when they enjoy learning. In my classroom, I will always have an engaging and fun activity that will relate to each subject at hand; for I want to ensure that my students are not only learning, but are also having fun in the process.
Moreover, I want my students to have an active role within their learning; thus, I will have group activities within the classroom in which students will work together to learn and complete assignments. These group activities will ensure that everyone will participate in class, no matter if the student is an introvert or extrovert. If both types work together, the classroom time is more meaningful, because everyone is participating and contributing to class. Furthermore, because each child learns differently I plan to reach and teach according to how they learn best; for instance, I will use visual aids for the visual learners, hands-on activities for those who learn through hands-on experience, audio for those who learn through listening, and finally I will incorporate technology that will further enhance my teaching for each type of learner.
In addition to reaching each type of learner, I will also prepare students for their future writing and English literature classes, as well as for real-life writing experiences. In my classroom, each student will explore different writing genres and obtain a wide range of knowledge about various types of literature from different cultures and centuries. My class will take field trips to help them further understand diverse cultures. We will also have guest speakers that will open their eyes to various forms of writing and show them how to become published writers. In my classroom, students will know and understand the importance of writing in the everyday world and in the end develop great writing. For instance, they will know how to write resumes, letters, e-mails, articles, fiction, non-fiction, poetry, and more. Students will learn how to effectively communicate their thoughts through writing, by learning the fundamentals of writing, such as thesis statements, evidence or supporting statements, proper grammar, sentence structure, using transitions, and more. I want each student to come out of the class knowing how to read and write well, so that they can be prepared for whatever career they choose in life.
Coupled with learning to write, the environment in which the student learns is equally important. Reading and writing classrooms should be a place where students are comfortable; thus, my classroom will have shelves of books, artwork, cushions, bean bags, rugs, and comfy chairs where students can read and be inspired to write. Furthermore, my classroom will not only be physically comfortable, but it will also be a classroom where students will feel comfortable enough to share their thoughts and ideas within class. I will ensure that each student’s thoughts and ideas are valued and respected by me, as well as other students by always responding positively to what they say and finding connections to the lesson at hand. I will also incorporate writing assignments that relate to what is going on around them. Additionally, I will encourage them to use their own thinking by asking thought-provoking questions and facilitating discussion blogs and post, in which they can express their thoughts and questions about the various readings and texts in class. I will always be available for my students, whether it is through office hours, phone, or e-mail, so that they can come to me whenever they have questions or concerns about class.
All in all, in my writing classroom environment, I expect my students to observe the following roles and goals:
Respect me as their teacher and respect their peers.
Have good attendance and be on-time.
Participate in class / contribute to class discussions.
Be prepared for class.
Be willing and motivated to learn.
Be accountable for your homework assignments.
Teach me how you learn best and how to help you.
Ask questions, voice concerns.
Have high expectations of me as your teacher.
Be a thinker.
Furthermore, as their writing teacher, I will observe the following roles and goals in my classroom:
My Attitude:
Be authentic, be myself.
Value / respect each student.
Be approachable.
Have high expectations for all students.
Be flexible.
Develop a relationship with my students.
Always be professional.
Be willing to apologize if I make a mistake.
Be positive.
Always enjoy teaching and learning from my students and colleagues.
Be a writing role model.
My Classroom Environment:
Ensure that my classroom is a comfortable environment.
Have lots of books and writing materials.
Create a sense of community and belonging within my classroom.
Move around the room and not stay behind my desk.
Allow students to move around the room and not sit behind their desks.
My Lesson Plans:
Be Organized.
Do not lecture more than 1/2 hour.
Always be prepared and on-time (early) for class.
Have good time management.
Allow students time to read and write in class.
Allow students to develop their own ideas.
Confer with each student as often as possible.
Read aloud in class.
Make learning fun!
In the end, I hope that my students and I will embrace these roles and goals in the classroom, for I believe that this will not only make learning easy, but it will also make learning fun. I want to be that teacher that inspires, motivates, and encourages each and every student to learn in the way they learn best. I want them to experience the joy of learning. I realize that not everyone likes English, but by the end of the year I believe my students will find something that they’ve enjoyed learning in my class. My ultimate goal is to have students leave my class talking to their peers, their parents, and their siblings about what a great time they had in class today saying, “I had fun and learned so much in Ms. Wright’s class!”
Works Cited (for roles and goals of student and teacher):
Atwell, Nancie. In the Middle: New Understandings About Writing, Reading, and Learning. New Hampshire: Boynton/Cook, 1998.
Dahlen, Greg (post remark). Hill, Everett. "What is the Role of the Student in the Classroom Today?" TED Conversations. TED Conferences, LLC, 10 May 2013 (postdate). Web. 5 Sept. 2014.
The recurrent problem that I've noticed in education is that many students do not have parents or guardians who are able to go over their homework assignments with them. The student usually has to struggle on his own to do his/her homework assignments. I would like to create homework mobile trucks that house college student or adult volunteers, who are deemed homework buddies. The child can come aboard a safe, clean, quiet mobile truck that will offer one half hour to one hour of guidance on the child's homework assignments. This service will be free of charge and a child or teacher can call or submit a request for a homework buddy.
My professional e-mail to Melissa Shutler, Curriculum Developer for Teachers Pay Teachers:
Hi Ms. Shutler,
My name is Nicole Wright and I found you in LinkedIn. I noticed that you have an extensive background in education and are currently working as a Curriculum Developer for Teachers Pay Teachers. I am interested in exploring other opportunities in Education, more specifically opportunities as a curriculum developer or specialist. According to toptenreviews.com more positions are growing for curriculum developers than in any other careers in education, which is very exciting for those who are interested in specializing in curriculum development.
I know as a curriculum specialist you are more involved in the teaching process, offering teachers support in developing the newest technology for the classroom and curricula and this is something that I am very interested in. I am currently working on my teaching licensure at Capital University and have a MA in English from The Ohio State University, and I was wondering if you can offer any advice on how to get into your field of work? Also, what did you have to do to become a Curriculum Developer? And finally, how did Capital University help you in your career journey?
Thank you so much for your time.
Best,
Nicole L. Wright
Response to my professional e-mail from Melissa Shutler:
Hi Nicole,
I have worked as a curriculum consultant in the past. I worked for a company called eSchool Consultants for six years and created online curriculum for homeschoolers. I found the job on a website that listed educational writing jobs. It was a great experience, but I was ready to go back to teaching full-time.
Two years ago, a fellow teacher suggested that I start selling my classroom materials on TeachersPayTeachers.com. I was skeptical but I put up a few products and to my surprise, things started selling.
Two years later I'm often making more money selling curriculum on TpT than I do teaching. This month I doubled my teaching salary! I love creating classroom materials for teachers. I also love buying materials from other teachers. I've found the greatest ideas from the fabulous educators on Teachers pay Teachers, and I feel like I've never been better at reaching my students.
Capital was very helpful to me as I searched for jobs. I was actually hired by Columbus City Schools at a Capital University on-campus interview session.
Best of luck to you! Check out TpT. You may want to put up some of your work!
Melissa Shutler
Sent from my iPhone
Five topics within the field of Education that interest me are:
1. Character Education vs Religion in schools
2. Parent involvement
3. Gender segregated schools
4. Year-round schooling
5. Home schooling
Here's the link to my Brofenbrenner's presentation (self in relation to Brofenbrenner):
http://goanimate.com/videos/05yT2b3vrBQM?utm_source=linkshare&utm_medium=linkshare&utm_campaign=usercontent
Assignments for September 18th:
My ideal climate for epiphany in my classroom:
1. Provide a relaxed and comfortable environment, especially for in-class reading and writing: bean bags, yoga mats, cushions, pillows (Atwell 90, 146)
2. Present short mini lessons (10-15 minutes), allowing time for in-class writing, reading and other activities to help process what was just taught (Atwell 15)
3. Have mini-conferences with my students to help them flesh out their thoughts and ideas (Atwell 143)
4. Ask them questions that makes them think
5. Always make them feel comfortable in asking and answering questions in or outside of class
Works Cited:
Atwell, Nancie. In the Middle: New Understandings About Writing, Reading, and Learning. New Hampshire: Boynton/Cook, 1998.
My Hippocratic Oath:
As a teacher I promise to be true and honest in my teaching. To be prepared and organized for class. To be approachable and encourage thoughts and questions. To make learning as interesting and fun as possible. To never stop learning. To be a professional and a role model. To respect my students, parents and fellow colleagues. To be innovative and flexible.
My Ideas on how to manage my classroom:
I believe that I will have a system of positive reinforcement in which there is a reward for good behavior. The class will get a mini-party at the end of the month when there are few to no disruptions in the class to encourage non-disruptive behavior. Any disruptive behavior will elicit a mark on the board and five marks will prevent the class as a whole from getting a pizza party or maybe even donuts at the end of the month. And if the class is good all year then there will be some kind of class field trip or allow the students to pick what they want to do in class that will somehow still pertain to the lesson. I'm hoping peer-pressure to be good in class will quiet anyone who wants to disrupt the class.
My classroom management in relation to Bronfenbrenner:
My classroom management in relation to my Microsystem is that I grew up in a two-parent home with discipline, structure, as well as consequences for bad behavior. My parents, especially my mom kept us busy with chores and after school activities. They also treated us as individuals, for what was needed for one, may not be needed for the other. Thus, in my class-room I plan to use that same philosophy of treating my students as individuals, with individual needs. I plan to keep my students busy and have movement in my classroom; they will not sit in their chairs the whole class time. Also, I will not stay behind my desk the whole time. Even though I grew up in a house with a "because I said-so" philosophy (mainly from my father), I plan to encourage students to think independently and if they have questions or disagree with me, I want them to be free to express their thoughts, so that they can learn. I will have classroom rules and structure, but the rules will be explained so that there is an understanding of what is to expected from the student as well as from the teacher.
As far as the Mesosystem, I plan to develop a relationship with my students, so that I may understand their behaviors, their social, and their environmental background. Also, if I see them in a setting outside of school, I hope that because of the developed relationship, that they will feel comfortable enough to approach me no matter the setting.
In regards to the Exosystem, I hope to always be relative. If some major event occurs in our country, I plan to address it in class, so that they can learn how to process and deal with the event. I hope to be creative and flexible enough to connect it to the lesson at hand.
Furthermore, in concerning the Macrosystem, even though I grew up in the suburbs in a middle class family, I realize that not all of my students grew up this way, so I plan to provide a safe and orderly classroom, as well as provide emotional support when needed.
In the end, for the Chronosystem, due to the time we live in, I understand that the way I was taught in class is very different than the way students are taught now. I was used to sitting quietly at a desk and being expected to listen to a long lecture with no visual aids or innovations to make the lesson more exciting. Now because there are so many distractions and means of entertainment for students, I have to think of innovative ways to capture their attention and help them to learn the material.
Assignment for October 2:
1. For each text, what does the author believe education is or should be? In other words, what is the best form of education according to this person? Write a couple of sentences to this effect about each author you read.
Plato: Description of an Athenian School boy’s Life
Plato (429 – 348 B.C.) described education as starting at home with the mother, nurse, father and tutor instructing the child on morals, what is right or wrong and disciplining them if they are wrong. The child is then sent to teachers to learn manners, reading, music (which is usually the lyre, a stringed instrument), and gymnastics. The rich are primarily the ones who receive education and they also are taught the laws of the state.
Marcus Aurelius: The Old Roman Education described
Aurelius (121 – 180 A.D.) believed the best form of education starts with family. He learned good morals and how to control his temper from his grandfather. He learned modesty and character from his father and piety and kindness from his mother. He also learned the importance of investing in schooling or being taught at home from his great grandfather. He also described education as learning from his governor and his brother; as well as the importance of learning philosophy and writing from his tutor and from Rusticus, analytical reading and abstaining from rhetoric and poetry. He also had a grammarian to teach him grammar. He also mentions numerous other concepts learned from various people in his life, as well as others that have influenced his education—he seems to glean his education from every person in his life.
Rhabanus Maurus: The Seven Liberal Arts
Maurus (780 – 856 A.D.) believed education should involve grammar being taught in every “Christian” school (106). He also believed education should consist of learning rhetoric, dialectic, arithmetic, geometry, music, and astronomy. He believed that all Christians should learn these “seven liberal arts of the philosophers” (111).
Philipp Melanchthon: Saxony Plan of 1528
Melanchthon (1497 – 1560) believed the best form of education involves children being taught only Latin and not too many other languages such as German, Greek or Hebrew. He believed that children should not be given too many books. His most interesting concept of education is his idea of classifying children into different groups of learners. The first group is those who are learning to read and he believes they should be taught the alphabet, the creed, prayers, and especially the Lord’s Prayer. They should learn Latin, learn to write, to sing and music. The second group of learners is those who know how to read and are ready for grammar. They should learn music, learn how to memorize poetry and they should not be over tasked in their learning according to Melanchthon. The third group is well-trained in grammar and they should learn to write compositions, and be able to converse only in Latin. All in all, Latin seems to be very important to Melanchthon.
Jean-Baptiste de La Salle: Rules of the Order “ Brothers of Christian Schools”
La Salle (1651 – 1719) believed education should primarily consist of how to live “honestly and uprightly” and the student should be instructed on “Christian precepts” (283). Furthermore, La Salle believed education should consist of being taught to read French and Latin and to write. They should be taught orthography or spelling, arithmetic, and the Catechism. La Salle also believed that the students should be taught not to receive money, have concern for the poor, and to be modest. He also included instruction for the teachers on how to manage their classroom, for instance the teacher should rarely punish the students, punish them when absolutely necessary, only correct the student if it benefits their education or learning, do not call them insulting names, do not hit them, and only use corporal punishment as the very last measure of punishment.
2. What do your five texts have in common? Where do they differ? You could make a Venn Diagram or write a paragraph about the similarities and a paragraph about the differences.
All five texts seem to agree that reading and writing are important subjects to learn and they all seem to infer that males should be the primary pupil in school. They all also seem to believe that morals are important to have in education. The earlier authors, such as Plato and Aurelius seem to focus on the importance of education starting at home, as well as the importance of private education or home schooling with private tutors. Also, Plato, Maurus, and Melanchthon believed in the importance of music education and Melanchthon and La Salle believed in the importance of teaching Latin.
The five texts differ in what class of people should be taught, while Plato, Aurelius, Maurus, and Melanchthon seem to infer that education is primarily for those who can afford it or for the rich, La Salle believes that education is also for the poor. La Salle is also the only one who is very specific, in how the instructor teaches the student(s) or the importance of classroom management. Furthermore, Melanchthon seems to be the only one who encompasses tier instructions or individualized learning in education.
3. Thinking back to the Social and Cross-Cultural Skills (Bronfenbrenner) assignment and the extension of that assignment in classroom management, how do you personally connect with these texts and their authors? How are your educational conditions similar to or different from those of the author? Where do you agree or disagree with each one? In what ways might you apply what these authors say to your own practice as a teacher? Remember, you can choose to apply something directly, or you can "apply" it by saying, "that's specifically what I will NOT do when I am a teacher."
I connect with these authors in their passion for education and the importance of reading and writing. Similar to Plato and Aurelius, I believe that education starts at home in teaching morals and character; I also connect with Plato and Aurelius in their importance of family and learning from everyone. Furthermore, I agree with La Salle’s ideas of classroom management, focusing more on instilling order or how to conduct a class and less on discipline; I hope to incorporate his philosophy in my future class. Though I believe that Maurus’ “seven liberal arts of the philosophers,” grammar, rhetoric, dialectic, arithmetic, geometry, music, and astronomy are all very important subjects to learn in school, these subjects should not be the only ones taught in school. Also, I do not believe that only males should receive education; and more specifically like La Salle, I do not believe that only those who can afford education should receive it; education should be for everyone. Furthermore, I do not agree with Melanchthon’s concept that children should only be taught Latin, nor do I agree with his philosophy that they should not be given too many books; you can never have too many books.
Work’s Cited:
Cubberley, Ellwood Patterson. Readings in the History of Education: A Collection of Sources and Readings to Illustrate the Development of Educational Practice, Theory, and
Organization. Cambridge: The Riverside, 1920. Digitized by Google.
Homework Assignment for October 16:
Part Two: Readings from The African-American Struggle for Education
Please think and write about the following questions:1. Why, in your opinion, did people put their lives on the line (and often lose them) just so that children could become educated? What is the power of education?
2. What has been the power of education in your own life? Without it, where would you be?
3. What are the implications of these writings for your own practice as a teacher?
1. a. I believe that the reason people put their lives on the line so that children could become educated is because they strongly believed that everyone should have the opportunity to have education. Furthermore, perhaps they felt that providing education for children was worth the risk, so that children would have a better opportunity to not only survive in life, but to also have freedom, have endless opportunities, have a chance at a better life, become limitless, have a brighter future, and so much more. For example, Frederick Douglass felt that education was worth risking his life and it evidently it was, for education opened his eyes to slavery and the situation he was in; it also opened his eyes to the hope of freedom that was not there prior to his education. For Douglass states “It [education] opened my eyes to the horrible pit [slavery]” (3). He further states that “Freedom now appeared, to disappear no more forever,” as a result of his education (3).
b. The power of education enables one to contribute to society, allows one to feel confident in the knowledge and understanding obtained, and allows one various opportunities that may not have existed without it. For instance, when Booker T. Washington first visited the campus of Hampton Institute, the power of education seemed to be manifested for him in his observations of campus life; for he stated, “…for the first time to realize what it meant to be a man instead of a piece of property” (1 – 2). Furthermore, the power of education for Booker T. Washington was an “opportunity for self-reliance and self-awakening” (2). Washington further describes the power of education as giving one “confidence” and “moral independence,” for he states that “The fact that a student goes out into the world conscious of his power to build a house or a wagon, or to make a harness, gives him a certain confidence and moral independence that he would not possess without such training” (2).
2. a. The power of education has given me the opportunity to travel to other countries, to learn different languages, to meet renowned people, to write and produce plays, to learn how to make my first wedding cake, and so much more. My whole outlook on life would be so much different without education.
b. Without education I would probably only be concerned about survival, obtaining my basic needs in life—food, clothing, and shelter. I would perhaps feel inferior to those who are educated. I would feel that my voice or opinion does not matter. I would feel that no one would want to hear or listen to me, for they would feel that I don’t know anything or at least know anything worth hearing.
3. As an African-American female the implications, which these writings have on my practice as a teacher, are the fact that I have not only the opportunity to obtain an education, but also the opportunity to become an educator. These writers, Frederick Douglass, Booker T. Washington, and W.E.B. DuBois, make me value my education as an African- American, as well as value the opportunities that my education allow me to have in life. Furthermore, these writers encourage me to be the best I can be in every aspect of life, especially as a teacher.
Homework Assignment for October 30:
How do these readings (Frederick Douglass, Booker T. Washington, W.E.B. DuBois, John Dewey, and Paulo Freire) connect to the other readings you did that we turned into a timeline? (Thoughts for clarifying the question: we discussed access to education in class as a major theme in the readings that you did last time--think about access to education and the kinds of education people have access to, as in who gets the best education).
The readings of Frederick Douglass, Booker T. Washington, W.E.B. DuBois, John Dewey, and Paulo Freire connect to Plato, Marcus Aurelius, Rhabanus Maurus, Philipp Melanchthon, and Jean-Baptiste de La Salle in that during the time of Plato to the time of Jean-Baptiste de La Salle the majority of those who had access to the best or quality education were the rich or well-to-do families; in which during those times, those who received education had more to do with their class than their race. Plato, Marcus Aurelius, Rhabanus Maurus, and Philipp Melanchthon seemed to embrace this philosophy of the best education being primarily assessable to the rich as well as to the males, more so than Jean- Baptiste de La Salle who believed that the poor should also have access to quality education. On the other hand, during the time of Frederick Douglass, Booker T. Washington, W.E.B. DuBois, and even during the time of John Dewey, those who received quality education or the best education were those of the Caucasian race; thus obtaining the best education had more to do with race than class or gender. The African-American children received little to no education.
Furthermore, the writers Plato, Marcus Aurelius, and John Dewey connect in that they all seemed to believe that education starts at home and then continues in school; they also all believe in concept of moral training. For instance, Dewey states that “…home is the form of social life in which the child has been nurtured and in connection with which he has had his moral training. It is the business of the school to deepen and extend his sense of the values bound in his home life” (Dewey 3).
Moreover, Paulo Freire’s “banking” concept of education connects to the other readings in that this concept seems to be the primary way or means in how students were educated during Plato, Marcus Aurelius, Rhabanus Maurus, Philipp Melanchthon, Jean-Baptiste de La Salle, Frederick Douglass, and Booker T. Washington’s era; in that education consisted mostly of the teacher being the only one who teaches. The students had to memorize and regurgitate what the teacher taught them, for as Freire states “…the banking concept of education regards men as adaptable, manageable beings;” thus, education was a means to keep order within society (Freire 2).
Also, the writers Jean-Baptiste de La Salle, Frederick Douglass, Booker T. Washington, and W.E.B. DuBois connect with Paulo Freire's writing in that they believe that both the rich and the poor should have access to education; I further believe that they would embrace Freire's statement that "Any situation in which some individuals prevent others form engaging in the process of inquiry is one of violence" (Freire 11).
My Teaching Philosophy of Education (draft)
Nicole L. WrightI want to teach, because first I want all children to have the best education. To me, education is a time to learn but also a time to enjoy and have fun learning. In my classroom, I will always have some type of fun activity that will relate to the subject at hand; because I want to ensure that my students are not only learning, but are also enjoying the learning process. Moreover, I want every student to have an active role in their learning; thus, I will have group activities within the classroom in which students will work together to learn and complete assignments. These group activities will ensure that everyone will participate in class, no matter if the student is an introvert or extrovert. For quite often the introverts are the ones who know the answer, but do not like to be singled out or have everyone’s attention on them; while the extroverts like the attention, love to talk, and be heard. If both types work together, the classroom time is more meaningful and it also enables everyone to participate in class. In essence, I believe that each child learns differently and I plan to reach and teach each student according to how they learn best; for example, I will use visuals for the visual learners, hands-on activities for those who learn through hands-on experience, audio for those who learn through listening, and I will also incorporate technology that further enhances my teaching.
Furthermore, as a teacher, I will prepare students for their future English and writing classes, as well as for real-life writing experiences. Each student will explore different writing genres and have a wide range of knowledge about various types of literature from different cultures and centuries. My class will take field trips to help them further understand different cultures. We will also have guest speakers that will open their eyes to different forms of writing and show them how to become published writers. In my classroom students will know and understand the importance of writing in the everyday world and develop great writing. For instance, they will know how to write resumes, letters, e-mails, articles, fiction, non-fiction, poetry, and more. Students will learn how to effectively communicate their thoughts through writing, by learning the fundamentals of writing such as thesis statements, evidence or supporting statements, proper grammar, sentence structure, using transitions, and more. I want each student to come out of the class knowing how to read and write well, so that they can be prepared for whatever career they choose in life.
Coupled with learning, the environment in which the student learns is equally important. Reading and writing classrooms should be a place where students are comfortable in their learning environment; thus, my classroom will have shelves of books, artwork, cushions, bean bags, rugs, and comfy chairs where students can read and be inspired to write. Furthermore, my classroom will not only be physically comfortable, but it will also be a classroom where students will feel comfortable enough to share their thoughts and ideas within class. I will ensure that each student’s thoughts and ideas are valued and respected by me as well as other students by always responding positively to what they say and finding connections to the lesson at hand. I will also incorporate writing assignments that relate to what is going on around them. Additionally, I will encourage them to use their own thinking by asking them thought-provoking questions and facilitating discussion blogs and post in which they can express their thoughts and questions about the various readings and texts in class. I will always be available for my students, whether it is through office hours, phone, or e-mail, so that they can come to me whenever they have questions or concerns about class.
All in all, I want to be that teacher that inspires, motivates, and encourages each and every student to learn in the way they learn best. I want them to experience the joy of learning. I realize that not everyone likes English, but by the end of the year my students will find something that they enjoyed or learned within class. My passion for teaching English will leave each student excited about what is going to happen next in class. My goal is to have students leave my class talking to their peers, their parents, and their siblings about what a great class that was and ultimately saying, “I had fun and learned so much in Ms. Wright’s class.”
My Teaching Philosophy Statement
Nicole L. WrightAll children deserve to have the best education. I believe that in order for children to have the best education, they have to enjoy the learning process. Students learn best when they enjoy learning. In my classroom, I will always have an engaging and fun activity that will relate to each subject at hand; for I want to ensure that my students are not only learning, but are also having fun in the process.
Moreover, I want my students to have an active role within their learning; thus, I will have group activities within the classroom in which students will work together to learn and complete assignments. These group activities will ensure that everyone will participate in class, no matter if the student is an introvert or extrovert. If both types work together, the classroom time is more meaningful, because everyone is participating and contributing to class. Furthermore, because each child learns differently I plan to reach and teach according to how they learn best; for instance, I will use visual aids for the visual learners, hands-on activities for those who learn through hands-on experience, audio for those who learn through listening, and finally I will incorporate technology that will further enhance my teaching for each type of learner.
In addition to reaching each type of learner, I will also prepare students for their future writing and English literature classes, as well as for real-life writing experiences. In my classroom, each student will explore different writing genres and obtain a wide range of knowledge about various types of literature from different cultures and centuries. My class will take field trips to help them further understand diverse cultures. We will also have guest speakers that will open their eyes to various forms of writing and show them how to become published writers. In my classroom, students will know and understand the importance of writing in the everyday world and in the end develop great writing. For instance, they will know how to write resumes, letters, e-mails, articles, fiction, non-fiction, poetry, and more. Students will learn how to effectively communicate their thoughts through writing, by learning the fundamentals of writing, such as thesis statements, evidence or supporting statements, proper grammar, sentence structure, using transitions, and more. I want each student to come out of the class knowing how to read and write well, so that they can be prepared for whatever career they choose in life.
Coupled with learning to write, the environment in which the student learns is equally important. Reading and writing classrooms should be a place where students are comfortable; thus, my classroom will have shelves of books, artwork, cushions, bean bags, rugs, and comfy chairs where students can read and be inspired to write. Furthermore, my classroom will not only be physically comfortable, but it will also be a classroom where students will feel comfortable enough to share their thoughts and ideas within class. I will ensure that each student’s thoughts and ideas are valued and respected by me, as well as other students by always responding positively to what they say and finding connections to the lesson at hand. I will also incorporate writing assignments that relate to what is going on around them. Additionally, I will encourage them to use their own thinking by asking thought-provoking questions and facilitating discussion blogs and post, in which they can express their thoughts and questions about the various readings and texts in class. I will always be available for my students, whether it is through office hours, phone, or e-mail, so that they can come to me whenever they have questions or concerns about class.
All in all, in my writing classroom environment, I expect my students to observe the following roles and goals:
Furthermore, as their writing teacher, I will observe the following roles and goals in my classroom:
My Attitude:
My Classroom Environment:
My Lesson Plans:
In the end, I hope that my students and I will embrace these roles and goals in the classroom, for I believe that this will not only make learning easy, but it will also make learning fun. I want to be that teacher that inspires, motivates, and encourages each and every student to learn in the way they learn best. I want them to experience the joy of learning. I realize that not everyone likes English, but by the end of the year I believe my students will find something that they’ve enjoyed learning in my class. My ultimate goal is to have students leave my class talking to their peers, their parents, and their siblings about what a great time they had in class today saying, “I had fun and learned so much in Ms. Wright’s class!”
Works Cited (for roles and goals of student and teacher):
Atwell, Nancie. In the Middle: New Understandings About Writing, Reading, and Learning. New Hampshire: Boynton/Cook, 1998.
Dahlen, Greg (post remark). Hill, Everett. "What is the Role of the Student in the Classroom Today?" TED Conversations. TED Conferences, LLC, 10 May 2013 (postdate). Web. 5
Sept. 2014.
eric7439. "NotSoExpert." Online video clip. YouTube. YouTube, 12 Jan. 2014. Web. 5 Sept. 2014.
Orlando, Maria. "Nine Characteristics of a Great Teacher." Faculty Focus. Faculty Focus, 14 Jan. 2014. Web. 5 Sep. 2014.
TED. "Rita Pierson: Every Kid Needs a Champion." Online video clip. TEDTalks. YouTube, 3 May 2013. Web. 5 Sept. 2014.